Individual differences model applied to instruction and evaluation of large college classes

    loading  Checking for direct PDF access through Ovid


Describes an approach to evaluating college instruction based on individual differences among students. Data for 99 males and 92 females taught by a self-paced testing method were compared with data for 102 males and 92 females taught by the traditional method. The self-paced method, the Phase Achievement System, is based on a combination of lectures, an audiotape library, assigned readings, and multiple choice tests in a modular format. Students may take the test modules in any order or grouping at 5 different times in the enrollment period; any module may be retaken, and grades are based on a criterion-referenced policy. Data from both the cognitive and affective domains are presented. Results from several modes of analysis culminating in a path analysis corroborate contemporary experimental evidence concerning the determinants of achievement and indicate some advantages of the self-paced method. On the basis of these data, suggestions for future research and for counseling students are made. (29 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

Related Topics

    loading  Loading Related Articles